One of the major characteristics of the school is that teaching lasts for five years due to the preparatory classes. Graduation from the school is deemed a privilege as the school, unlike any other state schools, offers some different school subjects. For instance, students start to study Sociology soon after 9 Grade. And, in addition to English German and Ottoman Languages are also on the school´s curriculum. As a result, students who are highly interested in learning foreign languages find the school very attractive.

 

The teaching methods we applied in this activity are Textbook method and demonstration method under the umbrella term of Visual Method. The strongest point of textbook method is that it has definite levels of accomplishment. In our case, every student can do better in different scenes while trying to write a dialougue by making use of station method.

 

AIM:  The activity enables students to read and listen dialogues prepared previously on different subjects of English and to practice dialogue based exercises. Students also created and presented their own dialogues into classroom. The aim of the study is to find out effect of dialogic teaching on English speaking skills.

Learning Outcomes:

Key competences:

Critical thinking, Digital literacy, Communication in foreign language, Cultural awareness and expression, Learning to do, Social learning

 Our aim in this activity is to enable our students to learn a web tool such as thinglink and to improve their visual skills and writing skills with works such as posters, presentations and videos.

Learning Outcomes:

1. it facilitates team work and understanding

2.  It facilitates creative thinking and extensive research and reading

3. It provides students with an opportunity to learn by doing

4. It strengthens the geography learning.

Key Competences:

Digital literacy, Learning to do, Social learning

  When all the graded items are examined, it is seen that the students are concentrated in the expression of indecision throughout the survey. This is easily understandable as the I am ‘not sure’option on most of the items attracts more students than other options. On the other hand, the concentration of the students in the expression “I am neutral” can be interpreted as not having a positive or negative opinion about the questions asked.

 

The item most approved by students (participation is declared) is the 16th item. 33,6 % of the students completely agree with the statement "Social media, movies, songs, news help me to improve my fluent English" statement. Approximately 56% of them stated that I agree. 2. As the majority of the students, the rate of agreeing to the 7th item was found to be high. 39% of the students completely agree with the item "Using technology has greatly improved my speaking skills"; approximately 16,8% marked it as agree. Thirdly, the students' rate of approving the 15th item was found to be high. 22,4% agree with the item "I use the internet by taking into account the ethical rules" I have information about "netiquette".

 

As the 4th, the level of agreement with the 14th item was found to be high. Approximately 54% of the students marked the option "Brainstorming and similar methods and activities help me to speak better", and 23% of them completely agree.

Generally, the items that students participate in are that the use of technology in foreign language learning and the use of modern teaching methods improve them positively. Additionally, they state that they abide by ethical rules while using the internet.

 

   The disagreement rates that students have poor speaking skills are higher than their agreement rates. Questions 1, 2 and 3 are examples of this. This can be shown as an evidence that students do not consider their English speaking skills weak.

  According to the results of the Post-Test measurement tool consisting of 25 items applied to 140 participants, a significant difference was found between the pre-test and the post-test when all of the graded items were examined. While it was seen that the participants in the pre-test focused on the expression of indecision in their English speaking, writing and reading skills throughout the survey, they stated that they saw a great improvement in their English language skills in the post-test results. While the "I'm not sure" option in most of the items in the Pre-Test attracts more students than the other options, in the Post-Test results, the participants tended to the phrase "I am absolutely sure". On the other hand, while it was observed that the participants concentrated on the expression "I am not sure" in the pre-test, the "strongly agree" option in the post-test was marked by the majority of the participants, and it can be interpreted that their views about the English learning methods and techniques used in the program were shaped in a positive way.

   The item most approved by the participants in the Post-Test is item 23. 92.6% of the participants said yes to the statement "I am more willing to learn English". This can be interpreted as the training given to a large extent achieved its purpose for the participants. The second highest rate is the item "I actively participated in the course" 90.7% of the participants This can be interpreted as the participants had an educational experience in which they participated actively and willingly during the training. Thirdly, the rate of agreement with item 19 was high. 89.3% of the participants said, "I like to create new things with my friends. For example, writing a book, composing a song, painting, etc. "I agree; 10.7% marked it as disagree. This can be perceived as group work is interpreted by the participants as popular and productive work. In the fourth place, the students' rate of approving item 18 was high."

   "Social media, movies, songs help me speak better English" were selected as 83% I strongly agree and 10% I agree. This can be interpreted as media channels and tools that activate the participant in the visual, auditory and affective fields in foreign language education positively improve speaking skills. In the 5th place, the first item “What are the chances of you recommending the e-Twining project to your friends or family?” Approximately 80.7% of the participants indicated that they found the project meaningful and contributing to them by ticking the option I definitely recommend, 12.9% of them said that they would recommend it to their friends or family. It was concluded that they would also recommend to people.

   After the comparison made by looking at the differences between the items in the pre-test and the post-test, the drama technique, web 2 tools used in the process and the education process met their expectations, in general, the participants actively participated in the training process, the efficiency was higher in the group work, there was a significant increase in speaking skills, especially. It is concluded that modern techniques and methods such as social media and social media, in which participants will actively participate, contribute positively to language learning. While the rates of disagreement about the poor speaking skills of the students in the pretest were higher than the agreement rates, 37% strongly agree with the statement “I express myself better in English” in the 25th item of the post-test, 38% of them stated that they saw improvement in their English speaking skills may be cited as proof.

Survey and competitions : Survey Monkey, Poll Everywhere,  Kahoot , Quizizz

Animation:   Animaker, Comic Creator, Drawing Cartoons,

e Books:  Ourboox,  Calameo,  Book Creator,  My Storybook, Flipsnack.

Photo,Drawings and Paintings: Bitmoloji,   ThingLink,  Canva, Flickr, 

Online Bulletin Board: Lınoıt,  Padlet,

Stories:  Story Creator, genially, ourboox, bookcreater

Map:  Mindmap, google map

Comics, CARTOONS:   Toondoo,  Pixton,  Storyjumper,   Storyjumper

Creating logos: Graphic Springs, canva , genially,prezzi

Online exams and ve Quiz : Quızlet,   Kahoot,   Mentimeter,  Quizizz

Virtual Wall and Clipboard Tools: Padlet,  Linoit,  Mindmeister,

Certificate-flipity

Class Management:  Voki  pixton 

Slide and Presentation Tools:   Emaze,  Prezi,  Powtoon,

Flippard Class Tools:  Answergarden,

Remote Management Tools: , Voki, pixton

Video Conference: Appear

Video ve Music:  Animoto, Edpuzzle,  ThingLink,  My talking Avatar, Wevideo, Youtube for teachers, 

Web Page :   Wix,  

Foreign Language Tools:voscreen,   Skype Translator, , Voki , 

Other Tools: Dropbox, Google Form,  Google Drive, Bookr,